Metalinguistic Awareness: A Study of Verbal Play in Young Children.

Autor/in	Schwartz, Judy I.
Titel	Metalinguistic Awareness: A Study of Verbal Play in Young Children.
Quelle	(1977)Verfügbarkeit
Dokumenttyp	gedruckt; Monografie
Schlagwörter	Forschungsbericht; Age Differences; Child Language; Elementary School Students; Infants; Language Acquisition; Language Patterns; Language Research; Phonology; Play; Preschool Children; Psycholinguistics + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; 'Children''s language'; Kindersprache; Infant; Toddler; Toddlers; Kleinkind; Sprachaneignung; Spracherwerb; Sprachmodell; Sprachstruktur; Sprachforschung; Fonologie; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Psycholinguistik
Abstract	This paper presents a study of metalinguistic awareness in young children. Metalinguistic awareness refers to the child's ability to concentrate on the sounds and patterns of language rather than on its communicative aspects. Metalinguistic awareness was studied by analyzing the verbal play and verbal games of 149 children from 6 months to 10 years of age. Each sample of verbal play or games was coded to provide information on the child's age, sex, race, socioeconomic status (SES), presence of other persons, use of materials or equipment, activity being engaged in, behavior setting, and school achievement data. A sample was considered an example of verbal play if it incorporated an observable manipulation of the sound, semantics and/or syntax of the language. A sample was considered an example of a verbal game if, in addition to the verbal play aspects, it also involved some preconceived rules or guidelines which permitted the participation of other children in a consistent manner. Results indicated the following: play with sound preceded play with syntax; play with syntax involved repetitive sequences; word order conformed to standard English; and verbal play often incorporated rhyme, rhythm and alliteration. With increasing age, the presence of other children became increasingly important to the production of verbal play or games, verbal games tended to replace verbal play, and materials or equipment were more frequently incorporated into the verbal play or games. No consistent effects were found for sex, race, SES or school achievement. (BD)
Begutachtung
Erfasst von	ERIC (Education Resources Information Center), Washington, DC